The relationship between students' high school technology experiences and their perceptions about college readiness during their first year at a technology-rich post-secondary environment

2021 ◽  
Author(s):  
David J. Fusco
Keyword(s):  
High School ◽  
College Readiness ◽  
First Year ◽  
Post Secondary ◽  
School Technology ◽  
The Relationship

¡Sí se Puede en Colaboración! Increasing College Placement Rates of Low-income Students

2011 ◽  
Vol 113 (7) ◽  
pp. 1435-1476
Author(s):  
Matthew Militello ◽  
Jason Schweid ◽  
John Carey
Keyword(s):  
High School ◽  
High Schools ◽  
College Readiness ◽  
Low Income ◽  
The United States ◽  
Intervention Strategies ◽  
Low Income Students ◽  
College Board ◽  
Post Secondary ◽  
College Application

Background/Context Today we have moved from the debate of student opportunity to post-secondary educational setting to 100% access. That is, today's high school settings have been charged with preparing “college ready” graduates. Educational policy has leveraged mandates and sanctions as a mechanism to improve college placement rates, especially in high schools with a high percentage of low-income students. However, little empirical evidence exists to assist us in understanding how college readiness is actualized for low-income students. Focus of Study The purpose of this study was to identify specific strategies that schools employ to raise college application and attendance rates for low-income students. Research Design This study investigated 18 College Board Inspiration Award winning or honorable mention high schools across the United States. Phone interviews with all 18 schools informed the selection of five case study high schools. Data collection included interviews and observations with high school educators, parents, students, and other community members. Findings In this study, we describe evidence within and across the five case schools using a framework that was generated from the first phase of this study. These schools effectively improved college readiness by developing collaborative practices around: (1) Program Management, (2) External Partnerships, (3) Leadership, (4) College-focused Intervention Strategies, (5) Achievement-oriented School Culture, (6) Parental Outreach, (7) Systemic, Multileveled Intervention Strategies, (8) Use of Data, (9) Development and Implementation of Inclusive School Policies, and (10) Routinizing or Offloading Routine or Mundane Tasks. Conclusions/Implications This study operationalizes what effective practices look like in high schools with low-income students. The findings move beyond normative models to be implemented across sites to illustrations of exemplar practices that can guide collaborative efforts to enact the specific tasks necessary to improve college readiness for students.

College Readiness, Early Post-secondary Academic Performance and the GED Degree: Evidence from Kentucky

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
T. M. Tonmoy Islam ◽  
Kathryn Rouse
Keyword(s):  
Academic Performance ◽  
College Readiness ◽  
Educational Development ◽  
School Entry ◽  
First Semester ◽  
Post Secondary ◽  
Ged Graduates ◽  
Ged Credential ◽  
Math Readiness ◽  
The Relationship

Abstract We use detailed administrative data from Kentucky to provide robust descriptive evidence on the relationship between the General Educational Development (GED) degree, college readiness, and early post-secondary (PSE) academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. We also find that changes made to the GED exam in 2014 to enhance student readiness in PSE institutions did not yield meaningful improvements. Finally, we investigate the extent to which differences in math coursework can explain estimated GED-related math readiness gaps, finding coursework to account for about for about 40 percent of the observed gap.

Athletic Aggression: Perceived Legitimacy and Behavioral Intentions in Girls’ High School Basketball

1990 ◽  
Vol 12 (1) ◽  
pp. 48-55 ◽  
Author(s):  
M. Kathleen Ryan ◽  
Jean M. Williams ◽  
Beverly Wimer
Keyword(s):  
High School ◽  
Behavioral Intentions ◽  
First Year ◽  
Actual Behavior ◽  
Basketball Players ◽  
The Stability ◽  
Future Direction ◽  
The Relationship

The present study examined the stability of athletes' legitimacy judgments and behavioral intentions over the course of a basketball season and the relationship between these factors to actual behavior. The 49 female basketball players responded to a questionnaire that was derived from Bredemeier's (1985) Continuum of Injurious Acts. The preseason legitimacy rating of aggressive actions made by first-year basketball players were significantly higher than those made by more experienced players, but by the end of the season the first-year participants' ratings had dropped to a level comparable to their more experienced teammates. Preseason legitimacy judgments were found to predict player aggression during the season. Interpretation of the findings and recommendations for future direction in this area are discussed.

scholarly journals Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Justine O Hobbins ◽  
Mildred Eisenbach ◽  
Kerry L Ritchie ◽  
Shoshanah Jacobs
Keyword(s):  
Learning Community ◽  
Graduation Rates ◽  
Academic Outcomes ◽  
The United States ◽  
Retention Rates ◽  
First Year ◽  
Comprehensive University ◽  
Post Secondary ◽  
Residential Living ◽  
The Relationship

This study investigated the relationship between residential living scenario and first year grades, second year retention, and 5-year graduation rates of students at a Canadian comprehensive university. We compared the academic outcomes of students living in residence learning communities (RLCs) to those in other living scenarios (traditional residences and off-campus). RLCs have been shown to be positively associated with student academic outcomes in the United States; however, the data to support RLCs in Canada is non-existent. A longitudinal observational study was conducted to analyse the academic outcomes of a complete cohort of students (n=4805) who lived in RLCs (18%) and non-RLCs (82%). Results indicated that RLC students, on average, achieved higher first year averages, 2nd year retention rates, and 5-year graduation rates relative to non-RLC students, thereby contributing to the goals of post-secondary institutions to attract and retain their students through to graduation. Cette étude examine la relation qui existe entre le scénario où les étudiants vivent en résidence et les notes obtenues en première année d’études, la rétention en deuxième année et l’obtention des diplômes en cinquième année dans une université canadienne polyvalente. Nous avons comparé les résultats académiques d’étudiants qui vivaient dans des communautés d’apprentissage en résidence (CAR) et ceux des étudiants qui vivaient selon d’autres scénarios (résidence traditionnelle et hors campus). Il a été prouvé qu’aux États-Unis, les CAR sont associées favorablement aux résultats académiques des étudiants. Toutefois, les données pour soutenir les CAR au Canada sont inexistantes. Une étude d’observation longitudinale a été menée pour analyser les résultats académiques d’une cohorte complète d’étudiants (n=4805) qui vivaient dans une CAR (18 %) et ceux d’étudiants qui vivaient autrement (82 %). Les résultats ont indiqué qu’en moyenne, les étudiants qui vivaient dans une CAR avaient obtenu de meilleures notes en première année, avaient réalisé un taux de rétention supérieur en deuxième année et un meilleur pourcentage d’obtention de diplômes en cinquième année, par rapport aux étudiants qui ne vivaient pas dans une CAR, ce qui contribue à répondre aux objectifs des établissements d’enseignement post-secondaire d’attirer et de retenir leurs étudiants jusqu’à que ceux-ci obtiennent leur diplôme.

Comparing High Schools with Respect to Student Performance in University

1977 ◽  
Vol 2 (2) ◽  
pp. 139-155 ◽  
Author(s):  
Donald B. Rubin ◽  
T. W. F. Stroud
Keyword(s):  
High School ◽  
Student Performance ◽  
First Year ◽  
Quadratic Regression ◽  
Grading Standards ◽  
University Performance ◽  
First Year University ◽  
Relationship Of ◽  
The Relationship ◽  
School Records

This report presents data analyses investigating the relationship of high school final average, X, and first year university average, Y, in a Canadian university. The statistical summaries are (1) a matrix of observed “relative grading standards” of each high school in each matriculation year, and (2) a quadratic regression relating Y to X in each year. These summaries suggest that (1) the grading standards for some of the schools are changing consistently in time, and (2) the general relationship between Y and X is becoming more quadratic and less linear in time. The implication is that the high school attended is a more important predictor of university performance for students with poorer high school records than for students with better high school records, especially in recent years.

Assistance in handling large-enrolment, introductory General Chemistry courses

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Laura Pavelka ◽  
Avik Ghoshdastidar ◽  
Mitchell J. Huot ◽  
Ian S. Butler
Keyword(s):  
High School ◽  
General Chemistry ◽  
Undergraduate Students ◽  
First Year Experience ◽  
First Year ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Science Courses ◽  
The World ◽  
Mcgill University

AbstractThe post-secondary education system in the Province de Québec is quite different from that in the rest of Canada and in many other countries throughout the world. The introduction of a 2-year Collèges d’enseignement général et professionnel (CEGEP) program in 1967 has led to a reduction in the number of years that Quebec students have to spend in both high school and at university. The CEGEP program combines the last year of high school with the first year of a traditional 4-year university program meaning that students living in Quebec must do a 3-year undergraduate degree at the universities, while all other students must do a 4-year degree. Moreover, since almost 50 % of 27 000 undergraduate students at McGill come from other parts of Canada and internationally, this has led to enrolments of about 1000 students in the basic science courses. We present here an overview of how the introductory General Chemistry courses at McGill University are currently being handled so that the students have a meaningful first-year experience.

scholarly journals THE RELATIONSHIP OF DEMOGRAPHIC AND ADMISSION EXAM SCORES WITH FIRST SEMESTER GRADE POINT AVERAGE IN TWO COHORTS OF FIRST YEAR NURSING STUDENTS

2018 ◽  
Author(s):  
Christine Louise Sommers ◽  
Grace Wirawan
Keyword(s):  
High School ◽  
Nursing Students ◽  
Grade Point Average ◽  
Nursing Program ◽  
First Year ◽  
Grade Point ◽  
First Semester ◽  
Exam Scores ◽  
Relationship Of ◽  
The Relationship

Background: As nursing programs in Indonesia admit students, it is important that student factors are identified that provide information about necessary resources that are needed to support the student, both academically and psychosocially, to succeed in the nursing program. Obejctive: The purpose of this study was to use regression analysis to analyze admission and academic data of two cohorts of nursing students to know what relationship that information has with first semester grade point average (GPA).Methods: A descriptive correlation design was used. In a previous study with one cohort of nursing students, the researcher found that the variables accounted for only 28% of the variance. This research added the variable of age, increased the categories for region of origin from five to seven, increased the categories for type of high school from three to four, and analyzed the data from two cohorts. Data from 947 students were included for analysis.  Mulivariate linear regression was used to analyze the variables of city of origin, attendance at pre-nursing course, gender, age, type of high school, and admission exam scores to determine the relationship, if any, between the first semester GPA of nursing students in a large university in an urban area of Indonesia. Results: A significant relationship (p<.05) was found between experience factors, attribute factors, and academic metric factors and first semester GPA. For students admitted in 2016, the study variables accounted for 30% of the variance in GPA; for students admitted in 2017, the study variables accounted for 37% of the variance in GPA.Conclusion: It is important that student factors are identified that provide information about succeeding in the nursing program, both academically and psychosocially.  Additional research is needed to identify other admission factors and any factors in the first semester that may also have a relationship with GPA. 

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